The credential program
offers Multiple and Single Subject credentials with two options:the University Intern option and the Student
Teaching option.The Multiple Subject
Preliminary Credential authorizes its holder to teach in a self-contained
classroom, usually grades kindergarten through six.The Single Subject Preliminar
Credential authorizes its holder to teach in departmental classes, usually in
the middle or high school.Both the
multiple and single subject programs fulfill the California state requiements for English Language Authorization and, for
qualified applicants, the Bilingual, Cross-cultural, Language and Academic
Development (BCLAD) emphasis in Spanish, Khmer, Cantonese, Korean, Mandarin and
Vietnamese.Certification in other
authorized languages is available by examination.

Candidates
enrolled in the University Intern Option are contracted teachers (without a
preliminary credential) currently teaching K-12 students and are supervised for
fieldwork in their own classroom by trained university supervisors and
site-based coaches who provide support and guidance.Candidates enrolled in the Student Teaching
Option are not contracted teachers and are assigned to master teachers in a
public school setting for their supervised field experiences.In addition, student teachers receive support
and guidance from a university supervisor.

Both
program options are organized into phases, university semesters,
that include courses and field experiences.Each phase is divided into modules that allow
students to progress at a personalized pace while adhering to the required
sequence.In the University Intern
Option, there are four phases, one prerequisite semester followed by three
fieldwork semesters.In the Student
Teaching Option, there are three phases, one prerequisite semester followed by
two student teaching semesters.The
program sequence in the Student Teaching Option allows candidates to complete
their coursework and exit requirements in one year.

Coursework
and field experiences effectively prepare candidates to teach K-12 students and
understand the contemporary conditions of schooling.Because the majority of teacher candidates
enrolled in the TED credential program are, or will be, teaching in urban
schools with multicultural and mutilingual students,
the program's coursework and field experiences are designed to prepare
candidates to effectively meet the needs of those students.Courses are designed to address issues of
second language learners and diverse styles of learning.

The
program provides extensive opportunities for candidates to learn to teach the
content of the California K-12 academic content standards, to use state-adopted
instructional materials, to assess student progress, and to apply these
understandings in teaching K-12 students.

Through
the carefully sequenced courses and field experiences candidates develop a
series of pedogogical competence represented by the
Teaching Performance Expectations (TPEs).Within each phase of the program, courses are
designated to address specific TPEs that must be
applied and practiced during each field experience.

The
TPEs are assessed throughout the program using fair,
valid, and reliable methods and measures.There are three formative assessments (FAST #1, FAST #1, and FAST #3)
and a summative assessment (SAST) distributed throughout the phases of the
program.Students must successfully pass
each assessment before moving on to the subsequent phase.

Qualified
students may begin the prerequisite phase of the student teaching option during
their senior year.They must apply and
meet the admissions criteria.They
should consult with their undergraduate subject matter advisor and teacher
education advisor and attend the Teacher Education Program Orientation Meeting.

The location of the
University allows an ongoing, intensive interaction with a wide variety of
local school districts, providing an excellent opportunity for working with a
diverse population.Graduates of basic
credential programs are in high demand by principals and superintendents who
have come to respect the quality of the programs and the competence of its
graduates. Teaching methods classes reflect the most up-to-date
and effective approaches to instruction.

Scholarships

Ten scholarships and
awards are available to students in Basic Credential Programs:

1.Laura E. Settle
Scholarship:$2,000 to a student in
the teacher credential program who has average to high scholastic standing,
exemplary character and citizenship, and financial need.

2.California Retired
Teachers, Los Angeles Division 12:up to $1,500 to a student teacher with a 3.0 GPA or above, exemplary
character and citizenship, and financial need.

3.California Retired
Teachers, South Bay Division 46: up
to $1,500 to a student enrolled in student teaching or fieldwork with a 3.0 GPA
or above, exemplary character and citizenship, and financial need.

4.Suzanne Gemmell Student Teacher Scholarship:$500 to a student teacher with an average to
high academic standing and financial need.

5.Paul Kaufman
Memorial Scholarship:$500 to a
student teacher with a 3.0 GPA or above, exemplary character and citizenship,
and financial need.

6.Delta Kappa Gamma
Society International, ETA Chapter:$700 to a female student teacher with a 3.3 GPA or above and proof of
financial need.

7.Edison
International Teachers For Tomorrow Scholarship:$5,000 to a full time student with a 3.0 GPA
or above and proof of financial need.

8.JoetteLavarini Memorial Scholarship:$500 to an elementary student teacher with
high academic standing, exemplary character and citizenship, and financial
need.

9.Robert DeVries Memorial Scholarship:$500 to a student entering teaching as a
second career with an exemplary character and citizenship and average to high
academic standing.

10.Dominguez Brand
Scholarship (Carson Companies):$3,000 to a Liberal Studies Major with a 3.5 GPA or above and financial
need.

Preparation

High school students
should plan to take an academic program that includes four years of English,
three years of mathematics, two years of science, two years of foreign language
and a course in the use of computers.

Students planning to teach
children in a self-contained classroom, usually grades kindergarten through six, will need to earn a Multiple Subject Credential.Students pursuing a Multiple Subject
Credential should complete course requirements for the Liberal Studies major
and should contact the Liberal Studies coordinator immediately upon entering
CSU Dominguez Hills.

An alternative to
fulfilling course requirements for the Liberal Studies major is to pass the
California Subject Examination for Teachers (CSET):Multiple Subjects Examination.Information pertaining to the examination is
available at the University Testing Office.

Students planning to
teach in departmentalized classes, usually
at the middle or senior high school levels, will need to earn a Single Subject
Credential.These students should
complete course requirements for one of the single subject equivalency fields
listed below after contacting the designated program advisor in the appropriate
department.Single Subject equivalency
programs are offered in art, English, foreign language, mathematics,physical education,
and social studies.Please see separate
entries in the University Catalog.

An alternative to
fulfilling course requirements for a single subject equivalency is to pass the
California Subject Examination for Teachers (CSET):Single Subject Examination in the appropriate
subject area.Information pertaining to
these examinations is available at the University Testing Office.California will be in a transition phase in
the Single Subject Examinations.Please
refer to the CCTC website at www.ctc.ca.gov for the most current
information.

All
students are required to pass the California Basic Educational Skills Test
(CBEST) before admission to the program.

The CSU prepares teachers for positions in
California as well as other states.It
is in the students' best interest to be knowledgeable about credential or
licensure requirements of the state in which they intend to teach.

9.Candidates must be
able to demonstrate a basic knowledge of technology and its appropriate use in
various educational settings;

10.Three recommendations
from individuals familiar with the applicant's work and character.

Admission Requirements for the University Intern Option:

1.Follow program
advisement procedures.Refer to Teacher
Education Link on the School of Education website, www.csudh.edu/soe
for the most current information;

2.University admission;

3.A passing score on the
California Basic Skills Test (CBEST);

4.A 2.67 cumulative
undergraduate GPA or 2.75 in the last 60 units;

5.Evidence of the U.S.
Constitution requirement;

6.Evidence of subject
matter competency;

7.A one-year employment
contract from a public school;

8.A letter from school
district personnel indicating that the applicant has been screened and
interviewed by human resource professionals;

9.Candidates must be
able to demonstrate a basic knowledge of technology and its appropriate use in
various educational settings;

10.Evidence that the
candidate has successfully completed the district's 40-hour training program
prior to assuming a full-time classroom teaching assignment;

11.Emergency Permit or Preintern Certificate.

Admission Requirements to BCLAD:

1.Fluency in a second
language equivalent to or higher than three on the Foreign Service Institute
(FSI)scale or a passing score on Test 6 of the BCLAD
Examination.Information on
equivalencies is available from the Teacher Education Department;

2.Knowledge of the
culture associated with the second language.That knowledge may be tested through Test 5 of the BCLAD Examination,
taken upon completion of the program.Students wishing to be admitted into BCLAD at some point during their
program whose language is Spanish may wish to enroll in either GED 420, SPA
351(prerequisite: SPA 221), or SPA 350.

A.Student Teaching
Option

Candidates enrolled in the Student Teaching
Option are not contracted teachers and are assigned to master teachers in a
public school setting for their supervised field experiences.Student teachers receive support and guidance
from a university supervisor.In the
Student Teaching Option, there are three phases (one prerequisite semester
followed by two student teaching semesters).The program sequence in the Student Teaching Option allows candidates to
complete their coursework and exit requirements in one year.

1.Prerequisite Phase (12-17
units)

a.Module A

TED 400.Introduction
to Education (2)

TED 411.Classroom
Management Methods (2)

PED 425.Physical Education in the Elementary
School (3)*

b.Module B

TED 402.Educational
Psychology (3)

TED 408.Elementary
Art and Music Methods (2)*

TED 415.Multiculutural Education (3)

TED 420.Computer
Literacy for Teachers (1)**

TED 444.Assessment
Seminar (1)

*Required of Non-CSUDH Liberal Studies Majors

**May be met by
examination

2.Requirements for
Advancement to Student Teaching

a.Application for student
teaching due November 1 for Spring semester, April 1
for Fall semester; includes three letters of recommendation;

b.Completion of
prerequisite phase courses with an overall grade point average of 3.0 and no grade
lower than C; and successful passage of FAST #1;

Candidates enrolled in the
University Intern Option are contracted teachers (without a preliminary
credential) currently teaching K-12 students and are supervised for fieldwork
in their own classroom by trained university supervisors and site-based coaches
who provide support and guidance.In the
University Intern Option, there are four phases (one prerequisite semester
followed by three fieldwork semesters).Each phase is divided into modules that allow students to progress at a
personalized pace while adhering to the required sequence.

1.Prerequisite Phase
(11-12 units)

a.Module A

TED 400.Introduction
to Education (2)

TED 411.Classroom
Management (2)

b.Module B

TED 402.Educational
Psychology (3)

TED 415.Multiculutural Education (3)

TED 420.Computer
Literacy for Teachers (1)**

TED 444.Assessment
Seminar (1)

**May be met by examination

2.Requirements for
Advancement to Fieldwork

a.Application for
advancement to fieldwork due May 1 for Fall semester,
December 1 for Spring semester; includes recommendation from school
administrator;

b.Completion of
prerequisite phase courses with an overall grade point average of 3.0 and no
grade lower than C; and successful passage of FAST #1;

9.Candidates must be
able to demonstrate a basic knowledge of technology and its appropriate use in
various educational settings;

10.Three recommendations
from individuals familiar with the applicant's work and character.

Admission Requirements for the University Intern Option:

1.Follow program
advisement procedures.Refer to Teacher
Education Link on the School
of Education website, www.csudh.edu/soefor the most current
information;

2.University admission;

3.A passing score on the
California Basic Skills Test (CBEST);

4.A 2.67 cumulative
undergraduate GPA or 2.75 in the last 60 units;

5.Evidence of the U.S.
Constitution requirement;

6.Evidence of subject
matter competency;

7.A one-year employment
contract from a public school;

8.A letter from school
district personnel indicating that the applicant has been screened and
interviewed by human resource professionals;

9.Candidates must be
able to demonstrate a basic knowledge of technology and its appropriate use in
various educational settings;

10.Evidence that the
candidate has successfully completed the district's 40-hour training program
prior to assuming a full-time classroom teaching assignment;

11.Emergency Permit or Preintern Certificate.

Admission Requirements to BCLAD:

1.Fluency in a second
language equivalent to or higher than three on the Foriegn
Service Institute (FSI)scale or a passing score on
Test 6 of the BCLAD Examination.Information on equivalencies is available from the Teacher Education
Department;

2.Knowledge of the
culture associated with the second language.That knowledge may be tested through Test 5 of the BCLAD Examination,
taken upon completion of the program.Students wishing to be admitted into BCLAD at some point during their
program whose language is Spanish may wish to enroll in either GED 420, SPA
351(prerequisite: SPA 221), or SPA 350

A.Student Teaching Option(41-42 units)

Candidates enrolled in the
Student Teaching Option are non-contracted teachers and are assigned to master
teachers in a public school setting for their supervised student teaching field
experiences.Student teachers receive
support and guidance from a university supervisor.In the Student Teaching Option, there are
three phases (one prerequisite semester, followed by two student teaching semesters).The program sequence in the Student Teaching
Option allows candidates to complete their coursework and exit requirements in
one year.

Candidates enrolled in the
University Intern Option are contracted teachers (without a preliminary
credential) currently teaching K-12 students and are supervised for fieldwork
in their own classroom by trained university supervisors and site-based coaches
who provide support and guidance.In the
University Intern Option, there are four phases (one prerequisite semester
followed by three fieldwork semesters).Each phase is divided into modules that allow students to progress at a
personalized pace while adhering to the required sequence.

1.Prerequisite Phase
(11-12 units)

a.Module A

TED 400.Introduction
to Education (2)

TED 411.Classroom
Management (2)

b.Module B

TED 402.Educational
Psychology (3)

TED 415.Multiculutural Education (3)

TED 420.Computer
Literacy for Teachers (1)*

TED 444.Assessment
Seminar (1)

*May be met by examination

2.Requirements for
Advancement to Fieldwork

a.Application for
advancement to fieldwork due May 1 for Fall semester,
December 1 for Spring semester; includes recommendation from school
administrator;

b.Completion of
prerequisite phase courses with an overall grade point average of 3.0 and no
grade lower than C; and successful passage of FAST #1;

Candidates must complete an
induction program with the school district in which they are employed.The school district will recommend the
Professional Clear Credential.

Designated Subject Teaching Credential

The Designated Subject
Adult Education Teaching Credential Program is designed for students who meet
requirements for a
Two-Level Preliminary Adult Education Credential and would like
to fulfill requirements for a Professional Clear Adult Education
Credential.Graduates find employment in
public and private schools, community agencies, private industry, health
services, government agencies, military settings, correctional and religious
institutions, volunteer agencies, and centers for older adults.

Qualifying education
for an adult education credential authorizing the teaching of an academic
subject shall include a baccalaureate or higher degree completed at a
regionally accredited college or university and completion of 20 semester units
or 10 upper division semester units in the subject to be taught.

b.Non-Academic
Categories

Adults
with DisabilitiesOlder Adults

Health
and SafetyParent
Education

Home
EconomicsVocational
Education

Qualifying
experience, or experience and education, or education, for an adult education
credential authorizing the teaching of a non-academic subject shall meet one of
the criteria described in the table below:

Yrs of
Subject-Related

Education and/or Training Experience Required

High
school diploma or equivalent+
5 years

24
semester units of college course work,+
4 yearsincluding a minimum of 4 semester
units in the subject to be taught

48
semester units of college course work,+
3 yearsincluding a minimum of 8 semester
units in the subject to be taught

72
semester units of college course work,+
2 yearsincluding a minimum of 12 semester
units in the subject to be taught

96
semester units of college course work,+
1 yearincluding a minimum of 16
semester units in the subject to be taught

Bachelor's
or higher degree completed +
0 yearsregionally accredited college or
university with 20 semester units, or 10 upper division units in the subject to
be taught

2.Knowledge of the
Constitution of the United States:Completion of the U.S. Constitution requirement (POL 101 or equivalent).

3.Passage of the
California Basic Education Skills Test (CBEST).Applicants for the adult credential in NON-ACADEMIC subjects are exempt
from this requirement.

3.Verification of four
terms or two years of successful teaching adult learners authorized by the
preliminary adult education teaching credential while holding the valid
preliminary credential.

4.Completion of Level I
and Level II Course work for the Professional Clear Credential

a.Level I Courses

TED 418.Methods
and Materials of Adult Education, Part I (2)

TED 419.Methods
and Materials of Adult Education, Part II (2)

TED 421.Principles
of Adult Education (2)

Professional
clear credential candidates must complete the Level I classes within the first
two years of the two-level preliminary credential.

b.Level II Courses

TED 420.Computer
Literacy for Teachers (1)

TED 417.Seminar
in Adult Education(1)

TED 423.Supervised
Field Experience (2)

TED 424.Counseling/Guidance
for
Teachers of Adult Education (2)

HEA 300.Health in Public Education (3)

Professional clear credential candidates must complete the Level IIclasses by the end
of the fifth year of the preliminary credential.

Major Requirements - M.A. Special Education

The Master of Arts in Special
Education requires completion of 30 units of course work with a minimum 3.0
grade point average.A minimum of 21
semester units must be completed in residence.Courses taken previously may be used to meet the course content
requirements of a graduate program if they have been completed within the seven
years immediately preceding the completion of the requirements for the
degree.However, no courses may apply
toward the required number of units of approved graduate work that have been
used to meet the requirements of another degree.

Students may take up to
seven years to complete the course work, including the thesis or exams.Course work which does not meet the
seven-year deadline will have to be repeated and/or replaced by other courses
with the approval of the program advisor.

A Graduation Writing
Assessment Requirement must be met by all students.This requirement can be met on the CSU
Dominguez Hills campus by attaining a passing score of “8” on the GWE or with a
passing grade of a “B” in one of the certified courses offered on this
campus.Education students typically
take ENG 350 to meet this requirement.

Admission Requirements

1.A 2.75 grade point
average in the last 60 semester units of upper division college course work or
an MAT score of 40:

2.Three professional
references from supervisory individuals acquainted with the applicant's work
with children or adolescents;

3.Evidence of attendance
at a special education orientation session with satisfactory faculty evaluation
of file materials before beginning special education course work.

4.Completion of the
Graduate Writing Assessment Requirement (GWAR) before or during the first
semester of classes.Candidates who do
not obtain a GWE test score of 8 or higher must enroll in ENG 350 or an
equivalent approved course during their second semester.

Specialist and Service Credential and Certificate Program
Requirements

The Specialist and
Services Credentials and Certificates require specific course work to meet
competencies specified by the California Commission on Teacher Credentialing
(CCTC).Students must receive at least a
“B” in each course or repeat that course to meet the competency requirements.

Exception:The Special Education program requires that
students earn a B- or better grade in each course or repeat that course to meet
the competency requirement.

Special Education
Resource
Specialist Certificate (9 units)

This program is offered
to teachers holding a clear Special Education Specialist Credential who wish to
serve students with disabilities who spend the majority of the day in the
regular classroom. The certificate provides additional competencies in program
coordination, legal compliance, consultation, staff development, parent
education, and advanced services needed to successfully fulfill the role of the
resource specialist in the public schools.

Admission Requirements

oPossession of a clear California Special Education Specialist
Credential, or a clear Clinical Services Credential in Language, Speech and
Hearing with Special Class Authorization.

oA total of three years of successful full-time teaching
experience across both regular and special education verified by district
letter(s) and three professional references.

The Special Education
Program is designed to offer candidates both core and advanced specialization
training in the delivery of special education services from infancy to
adulthood.The program prepares
candidates in principles and techniques applicable to individuals with
mild/moderate disabilities, moderate/severe disabilities, and early childhood
special education.

The Early Childhood
Special Education Credential is designed for persons who wish to work with
children from birth to age 5 with disabilities and those who are at risk.

Admission Requirements

1.A 2.75 grade point
average in the last 60 semester units of college work;

2.Three professional
references from supervisory individuals acquainted with the applicant’s work
with children or adolescents;

3.Evidence of completion
of a group interview with satisfactory faculty evaluation of file materials
before beginning early childhood special education course work;

4.A passing score on the
California Basic Educational Skills Test (CBEST) by the second semester in the
program.

Admission Requirements
for Internship Program

In addition to the above admission
requirements, all applicants
to the Early Childhood Special Education Internship Credential Program must
also satisfy the following admission requirements:

5.A bachelor’s degree
from an accredited college or university;

6.Enrollment in the
first two courses for the Special Education Internship Program:SPE 460 (Introduction to Special Education) and
SPE 558 (Managing Learning Environments in Special and General Education);

7.Enrollment in
preliminary field work during the first full semester in the program:SPE 559 (Field Experiences:Infant, Toddler, and Preschool Intervention);

8.Verification of
full-time employment in an appropriate teaching position within the
university’s service area.

Required Courses

SPE 460.Introduction to Special Education (3)

SPE 561.Typical and Atypical Developmental, and
Assessment Issues in Special and General Education (3)

SPE 558.Managing Learning Environments
in Special and General Education (3)

The Early Childhood
Special Education Certificate is an additional State of California Commission
on Teacher Credentialing authorization to the Education Specialist Credentials
after completion of the Professional Level II Credential Program.This certificate program is a means of
expanding the age authorization for specialists with the mild/moderate and
moderate/severe credentials.Other
Professional Level II credentialed special education specialists may add the
certificate for professional development.

Admission Requirements

1.Possession of Ryan
Clear Special Education Credential or Professional Level II Specialist
Credential;

2.A 2.75 grade point
average in the last 60 semester units of college work.

3.Three professional
references from supervisory individuals acquainted with the applicant’s work
with children; and

4.A satisfactory rating
on a group admission interview.

Required Courses

SPE 551.Biomedical Information and Technological
Interventions with Children with Disabilities (3)

SPE 552.Cultural Competence and Intervention for
Family Systems (3)

SPE 553.Assessment and Transitions in Early
Childhood Special Education (3)

SPE 554.Curriculum and Instruction in Early
Childhood Special Education (3)

SPE 555.Directed Teaching in Early Childhood Special
Education (5)

Assistive Technology Specialist Certificate (15
units)

The Assistive
Technology Specialist Certificate program consists of five courses for a total
of 15 units.Completion of the
certificate will provide Special Education personnel with the skills necessary
to perform functional evaluations, determine appropriate hardware/software
adaptations, and locate assistive technology resources for disabled students.

Required Courses

SPE 530.Introduction to Assistive Technology (3)

SPE 531.Basic Assistive Technology (3)

SPE 532.Advanced Assistive Technology (3)

SPE 533.Administration of Assistive Technology Services
(3)

SPE 537.Capstone Course in Assistive Technology
(3)

Course Offerings

The credit value for
each course in semester units is indicated for each term by a number in
parentheses following the title.Departments may indicate the term in which they expect to offer the
course by the use of:“F” (fall), “S”
(spring) or “EOY” (every other year).

Prerequisite or corequisite requirements may not apply to students in
Intern Credential Programs.

Teacher
Education

Upper Division

TED 400 Seminar:Introduction to Education (2) FS.

Introduction to the teacher
education program and profession.Requires 30 hours of observation/participation in
urban public schools.Topics
include Teacher Performance Assessment System, lesson planning, classroom management,
and the professional legal and ethical responsibilities of teachers.

TED
402 Educational Psychology (3) FS

Prerequisite:Admission to Teacher Education

Psychology of learning and
motivation related to instruction; emphasis on application of learning
principles to classroom learning situations, including multicultural settings.Survey of applicable
research from educational psychology and psychology.Mainstreaming students with
special needs.

TED
403 Elementary Reading/Language Arts I: K-3 (3) FS

Prerequisite:Must pass FAST #1

A balanced approach to teaching reading/language
arts grades K through 3.Focus on the
foundational skills and strategies needed in the developmental phase of
learning to read.Addresses
research-based knowledge and instructional practices aligned with the
California Reading/Language Arts Framework.

TED 404 Elementary
Reading/Language Arts II (Grades 4-8) (3) FS.

Prerequisite:TED 403

A balanced, integrative and interactive perspective
to teaching reading/language arts grades 4 through 8.Focus on skills and strategies needed in
“reading and learning for life.”Addresses research-based knowledge and instructional practices aligned
with the California Reading/Language Arts Framework.

TED405Mainstreaming Children
With Special Needs (3) FS.

A course to facilitate the
integration of handicapped children into the regular classroom.Covers legal
responsibilities, diagnostic/prescriptive teaching, problem solving and visits
to special education facilities.

Focus on linguistic, social, and cultural factors in
schooling language minority students; how factors considered for effective
learning practices.Areas of
concentration include primary language development, second language
acquisition, evaluation, current research.

TED 408Elementary
Art and Music Methods(2)FS.

Prerequisite:Acceptance or intern status in multiple
subject program.

Multicultural methods, materials and strategies for
elementary art and music including instructional planning, lesson design and
use of appropriate media materials and resources that are
culturally and linguistically diverse.

Methods and materials for elementary social studies,
reading and writing content areas, including instructional planning, unit
development, selection and preparation of appropriate curriculum materials, use
of media and assessment strategies.

TED
415 Multicultural Education (3) FS

Prerequisite:Admission to Teacher Credential

Analysis and application of the
concept of cultural diversity.Prepares teachers and prospective teachers for multicultural classroom
environments and utilization of appropriate materials and methods for
culturally, ethnically and language diverse student populations.

Addresses beginning adult education intern needs for
working in ethnically, culturally and language diverse adult school
settings.It emphasizes problem solving
and discussion of competency checklists used in intern fieldwork.One hour of seminar per week.

Covers instructional techniques,
instructional technology, strategies to address the needs of diverse learners
and resources in the Adult Education community.Emphasis will be placed on three specific
groups:ESL students, older adults and
exceptional adults.

Course is designed to meet the requirements for the
Designated Subject Credential. Topics include scope and function of adult
education, knowledge of cultural differences in students and communities,
curriculum, media and community relationships.

TED423Supervised FieldExperience in Adult Education (2) FS.

Prerequisites:TED 421 and TED 422 are recommended.

Course is designed to give student practical
experiences in teaching adults.Includes participation in classroom, school and communities, and
individualized assignments to fulfill the particular needs of each credential
applicant.Evaluation of field
experience in scheduled seminars.CR/NC grading.

Topics will cover counseling techniques to meet
special needs of adult students and interpersonal relations/communication
skills.

TED425Workshop in Teaching Methods
(1-3).

Study of various approaches, methods, and materials
related to a selected area of the TED423Supervised
FieldExperience in Adult Education
(2) FS.

TED 434Student
Teaching:Elementary I (3) FS.

Prerequisite:TED 400 and TED 411

Consists of one semester of
half-day supervised classroom practice with a master teacher at an urban
multilingual/multicultural public elementary school.Done in conjunction with
methods coursework.Focuses on Teacher Performance Expectations 1 through 13.
Credit/no credit grading.

TED436Seminar:Elementary
Student Teachers (1) FS.

Problem solving and use of
competency checklists in student teaching at the elementary level.CR/NC grading.One hour of seminar per week.

TED 437 Student
Teaching:Elementary II (6) FS.

Prerequisite:TED 434.

Consists of one semester of
supervised classroom practice with a master teacher at an urban
multilingual/multicultural public elementary school.Done in conjunction with
methods coursework.Focuses on Teacher Performance Expectations 1 through 13.CR/NC grading.

TED 444 Assessment
Seminar (1) FS.

Seminar to complete performance assessment tasks
calibrated to the Teacher Performance Expectations (TPEs)
1 through 13.Thewill be assessed in a developmental regression.Repeatable for a maximum of
4 units.CR/NC grading.

TED
445 Fieldwork:Elementary Interns (3) FS

Prerequisite:Must pass FAST #1

Consists of three semesters of
supervised classroom practice.Done in conjunction with methods coursework.Focuses on Teacher
Performance Expectations (TPEs) 1 through 13.CR/NC grading.

TED 454 Student
Teaching:Secondary I (3) FS.

Prerequisite:TED 400 andTED
411

Consists of one semester of
half-day supervised classroom practice with a master teacher at an urban
multilingual/multicultural public secondary school.Done inconjunction with methods
coursework.Focuses on
Teacher Performance Expectations 1 through 13.CR/NC grading.

TED456Seminar:Secondary
Student Teachers (1) FS.

Problem solving and discussion of competency check
lists used in student teaching in multilingual, multiethnic, and multicultural
secondary settings.CR/NC
grading.

TED 457 Student
Teaching:Secondary II (6) FS.

Prerequisite:TED 454

Consists of one semester of
supervised classroom practice with a master teacher at an urban
multilingual/multicultural public elementary school.Done in conjunction with
methods coursework.Focuses on
Teacher Performance Expectations1 through 13. CR/NC grading

Taken in single subject credential
area.Explores
methods and materials for planning instructional units and lessons.Presents alternative
strategies of instruction and evaluation to assure high-level learning with
ethnically, culturally, and language diverse students.

TED 470 Critical
Perspectives in Urban Education (2) FS.

Prerequisite:TED 444

Capstone experience.Focuses on the professional
obligations of teachers in society and the role of families and the community
in the education of children.Addresses the historical, philosophical, cultural, and sociological
foundations of American education from an equity perspective.

Focus on interdisciplinary curriculum and
assessment.Includes
diagnostic, formative, and summative assessment.Focuses on evaluation,
grading procedures, and use and interpretation of standardized exams as tools
for instruction and monitoring of achievement.

TED490Seminar:Issues in Education (1-3) FS.

Identification of significant and persistent issues
in education, to evaluate policy statements and published opinions with an
awareness of elements involved.Repeatable course.One to three hours of seminar per week.

TED494Independent Study (1-3)
FS.

Prerequisite: Consent of instructor.

Independent study taken under the
supervision of a faculty member.Repeatable course.

TED495Special Topics in
Teacher Education (1-6).

Selected topics in teacher
education.Repeatable
course up to six units.

Special
Education

Upper Division

SPE 460Introduction
to Special Education (3) FS.

Prerequisites:TED 305, TED 402 or equivalent.

Review of the field of exceptionality, including
behavioral and learning characteristics of pupils with disabilities.Examination of developmental and program
needs.Presentation
of eligibility criteria, legal rights, legislation, and exemplary school
programs for diverse learners with disabilities.

Graduate

Graduate standing or
consent of the graduate program coordinator is prerequisite to enrollment in
graduate (500 level) courses.

SPE 523Field Work
in Special and General Education for Interns (4)

Prerequisites:SPE 460 and SPE 558.

Supervised observation, evaluation
and support of the candidate’s teaching while employed in a special education
classroom of students with mild, moderate, or severe disabilities.Additional field experiences in other special
and general education settings required.CR/NC grading.

Examination of major legal, policy, and education
issues confronting special educators, families and individuals with
disabilities today.Evaluation
of specific instructional strategies, resources, and data-based decision making
procedures.Emphasis
on collaboration among constituents and coordination of services.

SPE 527Resource
Specialist I:Program Planning (3) F.

Prerequisite:Clear Special Education Credential.

Surveys current special education laws and practices
regulating appropriate identification, assessment, program planning, placement,
parent appeal, and coordination of services for the education of the mildly
handicapped in public and private schools.

Prerequisite:Possession of a Ryan (pre-1998) Special
Education Credential or Admission to Level II of the new (post-1998) California
Special Education Credential

Elaboration on skills needed to fulfill the role of
special education specialist with focus on consultation, collaboration, and
staff development.Generalization
of strategies for becoming effective decision maker/service providers to
individuals with mild/moderate, moderate/severe disabilities; early
childhood-secondary settings.Field projects.

Prerequisite:Possession of a Ryan (pre-1998) Special
Education Credential or Admission to Level II of the new (post-1998) California
Special Education Credential

Application of current formal and
informal assessment techniques and outcome-driven educational programming for
students with mild/moderate disabilities.Promising curriculum adaptation,
self-advocacy, and data-based decision making procedures designed to facilitate
participation in the core curriculum.Field projects.

SPE 530Introduction to Assistive Technology (3).

Reviews the use of Assistive
Technology as it relates to education, communication, vocation, recreation, and
mobility for individuals with disabilities.Explore types of assistive technologies,
functional assessments, resources, and district responsibilities.

SPE 531Basic
Assistive Technology (3).

Provides information regarding design and
development of basic assistive technologies, compares human and system
performance, and details the development of system interfaces and
switches.

SPE 532Advanced
Assistive Technology (3).

Prerequisites:SPE 530 and SPE 531.

Teaches students to use and adapt a variety of
assistive technology devices and software and apply these technologies in a
wide range of integrated educational settings.

SPE 533Administration of Assistive Technology Services (3).

Prerequisites:SPE 530 and SPE 531.

Provides students with information
on a variety of administrative issues, including the role of the Transdisciplinary Team, identification of funding and other
resources, specialized computer adaptations, legal and ethical issues, and
effective evaluation.

Development of an individualized professional
induction plan for each special education candidate upon completion of the
final directed field experience (i.e. SPE 555, SPE 566 or SPE 569 in Level II standard
credential programs or SPE 523 for Interns in Level I intern credential
programs).CR/NC
grading.

Course is designed to help teachers prepare and
implement appropriate strategies for the identification, education and informal
assessment of linguistically different exceptional learners.Included are strategies for working with
parents and paraprofessionals.Projects
requiring field experience included.

SPE 546Special
Education Post-Induction Evaluation Supervision

Prerequisite:SPE 543

Evaluation of individualized
professional induction plan for each special education candidate upon
completion of Level II specialist program (or Level I Interns).Final process in obtaining
Professional Clear Specialist Credential.CR/NC grading.Meets one hour per week.

SPE 551Biomedical
Information and Technological Interventions with Children with Disabilities
(3).

Prerequisite:SPE 460 and SPE 558.

Review of physical disabilities, presentation,
etiology, behavioral/psychosocial sequelae, and impact
on development.Medical care required
for monitoring and ongoing management, technological procedures, and
accommodations to facilitate full inclusion of medically fragile children in
school and community settings.Field
experience included.

SPE 552Cultural Competence and Intervention for Family Systems (3).

Prerequisite:SPE 460.

Concepts of diversity,
multiculturalism, and family systems.Development of cultural competence to work effectively
with children with special needs and their families.Culturally responsive
practices in providing early intervention services.

SPE 553Assessment
and transitions in Early Childhood Special Education (3).

Prerequisites:SPE 460 and SPE 558.

Practice in current assessment procedures for children
(birth to 5 years) with developmental disabilities and delays.Role of parents in
assessment, planning, and transitioning.Development of objectives based on assessment data and family
concerns.

SPE 554Curriculum and Instruction in Early Childhood Special
Education (3).

Prerequisites:SPE 460,SPE 553 and SPE 559 .

Current issues and best practices research in
designing curriculum for children (birth to 5 years) with disabilities or who
are at risk.Instructional
intervention procedures and educational settings appropriate to the learner's
developmental and functional needs.

SPE 555Practicum
Directed Teaching in Early Childhood Special Education (5).

Supervised teaching in a multicultural/multi-ethnic
public or private education program for children (birth to 5 years) with
disabilities or who are at risk.Collaboration, coordination of services, and management of
curriculum, assessment, instruction, behavior, and professional relations.One hour of seminar in addition to supervised
teaching.

SPE 556Fieldwork
in Special and General Education for Non-Interns (4) Summer.

Prerequisite:SPE 460 and SPE 558.

Supervised practice in assessment and instruction of
diverse general and special education students of varying age and
abilities.Includes
evaluation and reporting of pupil progress.Allows the candidate to
experience the commonalities and difference among general and special education
programs serving various disabilities.

SPE 558Managing
Learning Environments in Special and General Education (3) F.

Prerequisite:SPE 460.

Survey and practice of
research-based techniques for managing and motivating the behavior of students
at-risk, or with mild, moderate or severe disabilities in special or general
education settings.Examination of current laws, regulations and practices regarding
behavior management in special education.Field projects included.

Supervised fieldwork in
assessment, instruction, management, and evaluation of young children with
diverse disabilities at various developmental levels and in a variety of
environments.Emphasis
on intervention and teaming in a family-centered approach.Examination of
commonalities and differences among learners.

Examination of basic concepts of
language and communication, normal and disordered speech and language
development; relevant diagnostic-prescriptive methods for the classroom
teacher; and the use of specialized services including alternative
communication systems.Emphasis on theoretical perspectives; cultural differences and the
relationship between language disorders and academic learning.Field projects.

Focus on typical and atypical cognitive,
social/emotional & physiological development of young children and
youth.Characteristics,
behaviors, eligibility criteria, and service delivery models for students with
mild to severe disabilities.Introduction to assessment concepts related to special and general
education.

SPE 562Advanced
Behavior, Emotional and Environmental Supports (3) S.

Prerequisite: SPE 558.

Demonstration of advanced
knowledge in the area of positive behavior intervention.Implementation of classroom behavioral
systems, on-going assessment of behavior change, collaboration with community
agencies, and development of plans for complex behavior change, collaboration
with community agencies, and development of plans for complex behavioral and
emotional needs.Field
projects.

SPE 563Transition
Planning and Counseling in Special Education (3) FS.

Prerequisite: SPE 460.

Information on transition practices for students
with disabilities at various age and functioning levels.Overview of counseling
techniques and strategies for working with individuals with special needs and
their families.Relevant research, laws and regulations, and emerging practices.Field projects.

SPE 564Instructional
Planning and Curriculum Development for Individuals with Moderate/Severe
Disabilities (3) F.

Prerequisites:SPE 460 and SPE 558.

Formal and informal assessment,
instructional planning, and curriculum development for children and adults with
moderate/severe disabilities.Assessment of skills leading to functional independence in
age-appropriate, developmental, domestic, community, recreation/leisure,
vocational, and social environments.Field projects.

Review of current issues and research on effective
teaching practices for students with moderate/severe disabilities.Practice in developing and delivering
curricula appropriate to the student’s development and functional needs.Generalization of effective
teaching techniques to a variety of skill areas and environments.Field projects.

Supervised teaching in an approved public or private
program for individuals with moderate/severe disabilities.Focus on the management of curriculum,
behavior, and instruction and on professional relations appropriate to teaching
in school and community settings.One
hour of seminar in addition to supervised teaching.

SPE 567Instructional
Planning and Curriculum Development for Individuals with Mild/Moderate
Disabilities (3) F.

Prerequisite:SPE 460 and SPE 558.

Acquisition of knowledge and skill
in using formal and informal assessment and evaluation procedures for
individuals with mild/moderate disabilities.Assessment information used to develop
appropriate individual educational plans and curriculum management
systems.Field
projects.

Prerequisite: For Special Education Candidates:SPE 460 and SPE 558; for School Psychology
Candidates:SPE 460 and PPS 565.

Current issues and research surveyed regarding
effective teaching practices.Preview/evaluation of methods, materials, and technology.Generalization of effective
teaching and evaluative techniques to various curricula and content areas
appropriate for students with mild/moderate disabilities.Field projects.

Supervised teaching in an approved public or private
special education program for students with mild/moderate disabilities.Focuses on the management
of curriculum, behavior, and instruction and on professional relations
appropriate to teaching in elementary, secondary, and post-secondary special eduction programs.One hour of seminar in addition to supervised teaching.

SPE 591Current
Issues in Special Education (2) F.

Prerequisite:Completion of all course work leading to the M.A. in Special
Education.

Designed to help the graduate
student in special education integrate all previous course work in the field.
Legal and empirical evidence bearing on specific current issues will be
reviewed and used as the basis of class discussion.CR/NC grading.Two hours of seminar per week.

Infrequently Offered
Courses

The following course is
scheduled on a "demand" basis.Students should consult the department office for information about the
next schedule offering.

TED435Student Teaching:
Elementary (12) FS.

Prerequisite:Advancement to fieldwork status.

Student teaching with a master
teacher in a culturally/ethnically diverse elementary classroom.CR/NC grading.

Emphasis on current trends and
theories and review of research on best practices in special and general
education.Practice in promising
techniques and advanced development of existing skills.CR/NC grading.Repeatable course.A $10 materials fee may be charged.